An investigation of high school students' English self-efficacy beliefs and learning climate

This mixed-method study sought to investigate high school students' opinions of the learning climate, their perceived achievement in English, and their self-efficacy beliefs in English. While 15 students and 11 English teachers partook in the qualitative phase, 820 students partook in the quantitative phase. The quantitative data was gathered using the English Self-Efficacy Questionnaire, the Learning Climate Questionnaire, and the students' most recent English exam results. Additionally, semi-structured interviews with English teachers and students were held. The students' self-efficacy in English were discovered to be moderately high, and their English teachers had given them a considerable degree of autonomy support. The quantitative findings indicated that there was a strong correlation between students' self-efficacy and their success in English (r = .542, p < .05). Students' perceptions of autonomy-supportive learning climate and self-efficacy in English were also correlated (r = .250, p < .05). On the other hand, it was discovered that there is a low correlation between their perceptions of the learning climate and their perceived achievement in English (r = .187, p < .05). Most importantly, it was unearthed that the link between autonomy support and perceived achievement in English was moderated by students' sense of efficacy in English according to the simple mediation analysis (Effect = .0083, 95 % CI [.0059, .0107]. Finally, qualitative findings revealed that teachers' influence was one of the most frequently reported factors affecting students' opinions of their achievement in English, and the majority of English teachers encouraged students' autonomy in their learning climate to a certain extent. The current investigation presents significant implications for English teachers and other stakeholders based on the findings.